文章摘要
吕菁君,谢吐秀,王静,等.基于岗位胜任力的翻转课堂模式在“急诊与灾难医学”教学中的应用[J].安徽医药,2022,26(10):2117-2120.
基于岗位胜任力的翻转课堂模式在“急诊与灾难医学”教学中的应用
The application of flipped classroom based on post competency in the teaching of emergency and disaster medicine
  
DOI:10.3969/j.issn.1009-6469.2022.10.048
中文关键词: 教育,医学,本科  专业能力  急诊与灾难医学  岗位胜任  翻转课堂  教学改革
英文关键词: Education,medical,undergraduate  Professional competence  Emergency and disaster medicine  Post competency  Flipped classroom  Teaching reform
基金项目:国家自然科学基金( 81372020);武汉大学人民医院引导基金( RMYD2018Z15); 2021年度医学部教学研究项目( 2021021)
作者单位
吕菁君 武汉大学人民医院急诊科湖北武汉 430060 
谢吐秀 全科医学科湖北武汉 430060 
王静 武汉大学人民医院急诊科湖北武汉 430060 
叶璐 武汉大学人民医院急诊科湖北武汉 430060 
王蕊 武汉大学人民医院急诊科湖北武汉 430060 
魏捷 武汉大学人民医院急诊科湖北武汉 430060 
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中文摘要:
      目的探索以岗位胜任力为导向的翻转课堂教学模式在“急诊与灾难医学”课程教学中的应用效果。方法回顾性纳入武汉大学第一临床学院 2015级临床医学专业接受“急诊与灾难医学”的 120名本科生和 “5+3”一体化学生作为对照组,予以常规教学;选取武汉大学第一临床学院 2016级临床医学专业接受“急诊与灾难医学”的120名本科生和 “5+3”一体化学生作为课改组,采用以岗位胜任力为导向的翻转课堂教学模式教学。 3个月共 36学时授课结束后,通过理论和技能成绩测评、自填式问卷调查表来对比两组的教学效果。结果与对照组相比,课改组学生的理论知识[87.0(85.0,90.0)分比 85.0(80.0,88.0)分]问诊技能[8.0(7.0,8.0)分比
英文摘要:
      Objective To explore the application effect of flipped classroom based on post competency in the teaching of Emergency and Disaster Medicine.Methods A total of 120 undergraduates and"5+3"clinical medicine major students of year 2015 batch atthe First Clinical College of Wuhan University, who took Emergency and Disaster Medicine in lecture-based learning(LBL)mode, were retrospectively enrolled and taken as control group. A total of 120 undergraduates and"5+3"clinical medicine major students fromyear 2016 batch at the First Clinical College of Wuhan University who took Emergency and Disaster Medicine were selected as experi.mental group, using the flipped classroom based on post competency teaching mode. After 3 months of 36-period teaching,the theoreti. cal test, skills assessment and self-administered questionnaire were adopted to compare the teaching results between the two groups.Re. sults Compared with the control group, the scores of theoretical knowledge [87.0 (85.0,90.0) vs. 85.0(80.0,88.0)], interviewing skills [8.0 (7.0,8.0) vs. 7.0(6.0,8.0)], physical examination, professionalism, clinical judgment, counseling, organization efficiency, and overallcompetence in the experimental group were significantly increased(P<0.05), and the scores of enthusiasm for self-learning, capacity for self-management, communication, decision-making, and teamwork, and clinical thinking ability in emergency, professional identity,psychological quality, scientific research quality and innovation power were also improved significantly (P<0.05). Moreover, comparedwith the control group, the students in the experimental group were more satisfied with the presentation form of the teaching process,mobilization of students' enthusiasm, the degree of content understanding, the atmosphere and interest of learning(P<0.05), but there were no statistically significant differences in the scores of pre-teaching preparation, teaching content and teaching attitude (P>0.05). Conclusion The teaching mode of flipped classroom based on post competency achieves better teaching results, which is helpful inthe improvement of students' overall competence and is worthy of promotion.
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